Student Preaching

At the 90th Celebration Mass for Fenwick on September 9, a Friar junior encourages his classmates to rise above social pressures and make morally good choices.

By Will Chioda ’21

In today’s Gospel , Jesus breaks the law by healing a crippled man on the sabbath day. The scribes and pharisees become angry with Jesus, and discuss what they might do to him.

Notice how Jesus responds to them: He says “I ask you, is it lawful to do good on the sabbath rather than to do evil; to save life rather than to destroy it?” His courage to do the right thing, despite what the law says sticks out to me. This brings about some key questions and points for self evaluation. In our own Fenwick community, do we find ourselves making decisions that are more socially popular, succumbing to various social pressures; or do we choose to make courageous and morally good choices?

At the end of each day, can we say that we did, or at least tried to live and love each other as Jesus did? Can we say that we treated others as Jesus treated the crippled man? Perhaps the answers to these questions are not what we would like them to be right now. But, with the guiding hand and example of Jesus Christ, it is always possible to grow as humans, change our hearts and minds, and engage in more loving relationships with those around us in and outside of the Fenwick community. 

Currently in Mr. Slajchert’s Moral Theology class, we are learning about Socrates teaching that living a morally good life, although it might seem like a burden at times, is truly the way to lead a happy and fulfilled life. In other words, living by the rules that God has given us allows us to live happily. Applying this more closely to our own Fenwick community, let us:

> show Jesus’ courage

> be more inclusive to others

> care for the poor

> support our peers here at Fenwick

When we consistently and consciously choose to live this way, as Jesus did, it will in time create a happier and more loving community both within and outside of the walls of Fenwick High School.

VIDEO:

See and hear Will deliver his reflection.

About the Author

William “Will” Chioda, a junior from Hinsdale, IL, is a member of the Fenwick Preaching Team.

As Fenwick Turns 90, ‘We Give Thanks to You,’ Oak Parkers!

The Catholic high school’s spiritual leader does not take for granted the partnership forged with the greater, local community over nine decades.

By Fr. Richard Peddicord, O.P., President of Fenwick High School

Fenwick President Fr. Richard Peddicord, O.P.

Ninety years ago next week, the Dominican Order established a college-preparatory secondary school on Washington Blvd., bordered by East Ave., Scoville Ave. and Madison St. When Fenwick High School opened on September 9, 1929, some 200 boys ventured through its wooden, church-like doors. Many of them walked to school from their homes in Oak Park and on the West Side, while others coming from farther away in Chicago took streetcars.

Over these many years, Fenwick has survived and thrived, despite the Great Depression (which started six weeks after the school opened!), world wars and changing times, including enrolling female students in the early 1990s. However, the mission at the outset has stood the test of time: Guided by Dominican Catholic values, our priests, instructors, coaches, administrators and staff members inspire excellence and educate each student to lead, achieve and serve.

Fenwick today has a co-educational enrollment of nearly 1,150 students as well as two Golden Apple-winning teachers on its esteemed faculty. Our school’s impressive list of alumni includes a Skylab astronaut, Rhodes Scholars, Pulitzer Prize winners, a Heisman Trophy recipient and other leaders making a positive influence locally and internationally.

Great neighbors

From our beginning, Fenwick and Oak Park always have enjoyed a symbiotic relationship. “Fenwick and the Village of Oak Park have a long history of working together,” Mayor Anan Abu-Taleb has stated. “From its inception, our fortunes and our futures have been intertwined.”

As an investment in our future in Oak Park, last month we began construction on a six-story parking structure seeded with generous funding by former McDonald’s CEO and alumnus Michael R. Quinlan, Class of 1962. By next summer, some 325 cars will be taken off the streets, so to speak.

“With this new garage, Fenwick will be taking a major step toward reducing its impact on the neighborhood,” Mr. Abu-Talen noted at the August 13 garage groundbreaking ceremony. The private school “has always worked to be a great neighbor …,” and “also is a key partner in the development of the Madison corridor.

“Fenwick has been a great contributor to Oak Park in many ways,” the Mayor continued: “first, as an educational institution of national reputation; second, as a Catholic school filling the needs of a diverse and inclusive community.”

We are, indeed, proud of our racial and socio-economic diversity. More than 30% of our talented student body identifies as something other than Caucasian, and we provide nearly $2.5 million in need-based financial aid annually to our students through the generosity of many benefactors.

They come to Oak Park

As Mayor Abu-Taleb notes, “Fenwick always has been a reason why many families choose to live in Oak Park — and the reason many others visit the Village and support our local economy.” Last school year, our students came from more than 60 cities, towns and municipalities, including these top 20:

  • Chicago (191)
  • Oak Park (108)
  • Elmhurst (106)
  • Western Springs (83)
  • River Forest (76)
  • Berwyn (75)
  • Hinsdale (63)
  • Elmwood Park (58)
  • Riverside (54)
  • La Grange (32)
  • Forest Park (27)
  • Melrose Park (26)
  • Cicero (23)
  • Clarendon Hills (19)
  • Westchester (15)
  • Burr Ridge (13)
  • River Grove (13)
  • La Grange Park (12)
  • Lombard (12)
  • Brookfield (11)

Helping to revitalizing Madison Street

“Fenwick is also a key partner in the development of the Madison Corridor,” the Mayor concluded. Plans for a Centennial campus expansion 10 years from now include a quad-like green space to our south, featuring a manicured lawn and tree-lined parkway.

As our 91st academic year commences, Latin still is taught at Fenwick. Therefore, it is in this timeless spirit that we say to you, our fellow Oak Parkers: Gratias vobis agimus. (Translation: “We give thanks to you.”) Thank you, all!

About the Author

Rev. Richard Peddicord, O.P. is entering his eighth year as the President of Fenwick High School. He taught French at the school between 1986 and 1990 and was Chair of the Theology Department. A native of Howell, Michigan, Fr. Peddicord entered the Dominican Order in 1981 and was ordained in 1986.

Alumni Spotlight: Steve Twomey ’69

With his 50th Fenwick Reunion one month away, the Pulitzer Prize-winning author reflects on his days as a Friar.

By Mark Vruno

(Photo by Steve Hockstein/ HarvardStudio.com.)

Friar alumnus Steve Twomey ’69 is busy researching and writing, again — this time, for another book about World War II. And, he’s thinking. Twomey thinks a lot about, well, thought. Blame all that insight and thoughtfulness on Fenwick, he says.

“I took a course in high school that I loved. I think it was a religion class. Its premise was logic and explaining the rational processes by which we think,” recalls Twomey, a retired reporter/journalist and present author/freelance writer who has taught journalism at New York University. “At Fenwick we discussed the fallacies of logic and the traps that people get into with their thinking,” he relates. “This information was imparted on my brain forever.” (He also remembers classmates throwing fetal pigs on Scoville Ave. from the top window of a science classroom, while young Biology Teacher John Polka tried to remain calm. However, that’s a story for another article!)

Twomey began his career in journalism as a weekend copyboy at the Chicago Tribune as a 16-year-old kid. An uncle worked in the business office there and helped him land the summer job. “I loved being in a newsroom where people were finding out things,” he admits. Young Steve was hooked.

“I’ve distributed words for 30 years,” Twomey declared 15 years ago, upon occasion of Fenwick’s 75th anniversary. “You might not like journalism — so many folks don’t, be they of the political Left or Right,” he added then, somewhat prophetically. “But ever since Fenwick, being a newspaper guy has seemed the perfect way to sate a lust to know stuff, to see my name in black-and-white and to get paid for both.” 

Over the course of a 27-year media career Twomey traveled extensively and:

  • shook hands with Queen Elizabeth II aboard her yacht;
  • drank tea with Polish labor activist/politician Lech Walesa in his Warsaw apartment;
  • took cover in the Sahara Desert from shellfire from Polisario rebels.

In 2016 he published Countdown to Pearl Harbor: The 12 Days to the Attack (365 pages; Simon & Schuster), which traces the miscommunications, faulty assumptions and foul-ups that led to the ill-fated “day which will live in infamy” 78 years ago this December.

A critical thinker

A sweet 16 years have passed since Fenwick inducted Twomey into the its Hall of Fame. His prestigious Pulitzer recognition in journalism (feature writing/reporting category for the Philadelphia Inquirer while in Paris, France) came in 1987 for his illuminating profile of life aboard the aircraft carrier U.S.S. America, which had launched planes that took part in a United States’ attack on Libya in mid-1986. Twomey, who was 35 years old when he won his Pulitzer Prize, wrote about daily life for the mega ship’s personnel. He also questioned the strategic value of the U.S. military/government spending $500,000 a day (at the time, 32 years ago) to operate the massive vessel.

Twomey at Fenwick in 1969.

Twomey, a 1973 graduate of Northwestern University’s Medill School of Journalism, went on to write for the Washington Post. He was born in Niles, Michigan. His family moved to Naperville, Illinois, and then to Oak Park.As a Friar student, he wrote for The Wick student newspaper all four years.

He attests that studying logic his senior year illuminated his path as a young man. “My experience at Fenwick was everything that education should be — because it made me parse statements, allegations and claims in ways that have served me well ever since. It was thinking about thought, and in the ensuing years most of what I have done professionally involves that. If and when I conclude that something does not make sense, I have Fenwick to thank.”

Read Twomey’s 2016 article in Smithsonian magazine, “How (Almost) Everyone Failed to Prepare for Pearl Harbor.”

Alumni, come home to Fenwick!
2019 Homecoming & Reunion Weekend is October 4th & 5th.

Details for class years ending in 4 and 9 (1944 – 2014).

Fenwick Fathers’ Club: 2019 Dr. Gerald Lordan Freshman Family Picnic

The recently retired faculty mentor addressed new Friar parents at the annual event renamed in his honor.

By Dr. Gerald Lordan, O.P.

Welcome to Pleasant Home for the 28th Fenwick Fathers’ Club Frosh Family Picnic. We started his event in 1992 to welcome Fenwick’s first coeducational class. Three of the members of that Class of 1996 now serve on the Fenwick faculty. Pleasant Home, like Fenwick, is located in St. Edmund’s Parish. The first Catholic Mass celebrated in Oak Park was held in the barn that serviced this building. 

Fenwick is the only high school in the United States sponsored by Dominican Friars. Dominicans lead lives of virtue. Humility is the greatest of all the virtues. We are humbled by the confidence families place in us by sending us their adolescents for formation. It is a teacher’s greatest joy to be surpassed by his students. We are pleased to see so many of our former students here today as parents of students in the class of 2023. We are pleased to welcome our first fourth generation Friar! We have a member of the class of 2023 with us today who follows in the footsteps of a great grandfather, grandfather and father. 

Every high school in the United States has a legal obligation to the state legislature, which charters it to train patriotic citizens and literate workers. As a Dominican school, Fenwick follows the Thomist educational philosophy. A Thomist school has an obligation to our Creator, the Supreme Being to train moral, servant-leaders of society. The late Ed Brennan, a Fenwick alumnus and CEO of Sears, was once asked what course he studied in his graduate school of business that best prepared him to be the chief executive of a Fortune 500 Corporation. Mr. Brennan replied, “Nothing I studied in business school prepared me for my job. The only class that prepared me was Moral Theology during my junior year at Fenwick High School.”

Training moral, servant-leaders

Fenwick President Fr. Richard Peddicord, O.P. (front center) joined Dr. Lordan (left) and Fenwick Fathers’ Club President Frank Sullivan ’86 at the Freshman Family Picnic.

Our freshman students will learn this year in history class that we are in an Axial Age. Everything changes in an Axial Age. We have had an Agricultural Revolution, which made us farmers. We have had an Industrial Revolution, which made us factory workers. We are entering an Information Revolution, which will make us computer scientists. We study the past to understand the present to shape the future. We do not know what challenges beyond our present comprehension the future may bring. We must be prepared to be the moral, servant-leaders of our society so we can enable others to meet these challenges. Therefore, Moral Theology is the most important subject that our students study.

The Dominicans are the Order of Preachers and have the initials, O.P., after their names. All of our students will study speech as sophomores.

The lessons we learn in class are important or we would not bother to teach them. Even more important, however, are the lessons we learn inside our building but outside of the classroom.  Three of the Dominican Pillars are Prayer, Community and Study. Once a month we assemble in our Auditorium to celebrate Mass. It is appropriate that we meet in community to pray before we study. 

The most important lessons we learn at Fenwick are taught outside of the building. All of our students will make a Kairos religious retreat during their senior year. This is the most important thing we do at Fenwick.

3 takeways

I am going to identify three activities that will enhance our Fenwick Experience. The first is for adults. The second is for adolescents. The third is for families. These suggestions are based on educational research. They are neither my opinions nor intuitive thoughts. Pedagogy is the science of education. These suggestions come from empirical pedagogical research and enjoy a measure of scientific certitude.

  1. Adults should be active in parent associations. Vibrant parent associations are in indicator of excellence for a school. Do not just join. Do not just pay dues. Get active. Make a difference.
  2. Adolescents should participate in student activities. This does not mean just sports. It includes all manner of student clubs such as speech, drama, student government, art and music.
  3. Families should eat dinner together. They should shut off the television. They should put down the smart phone. They should talk with one another. 

If, and only if, adults join parent association, adolescents participate in student activities, and families eat dinner together, we can have social capital. Social capital is the quality of the families who send their adolescents to sit next to our adolescents in the Student Cafeteria.  We rise and fall to the level of our peer group. We want our adolescents to belong to peer groups of friends from functional families with similar values to our family. Social capital is the single greatest determinant of excellence in a school. It is more important than the faculty, the facility and the curriculum.

If, and only if, we have social capital we can enjoy collective efficacy. Efficacy is the ability to get things done. If we have collective efficacy, we can shape the future in our Axial Age.

Editor’s note: Dr. Lordan also is a member of the Dominican Laity.

Collegiate Friars: August 2019

Catching up with two young alumni from the Class of 2017: Rachel McCarthy, recently back from Japan, and Ellis Taylor, an American footballer in NYC.

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Rachel McCarthy (shown here in Tokyo) will be a junior at Illinois Wesleyan University in downstate Bloomington.

Fenwick Graduation: 2017

Hometown: Riverside

Grade School: St. Mary School

Current School:  Illinois Wesleyan University

Current Major: English Literature and Psychology

Summer Internship: This summer I was a teaching assistant at Technos College, where I spent an unforgettable seven weeks living in Tokyo and helping English students practice conversations/interviews with a native speaker. I also did a lot of behind-the-scenes planning for the college’s annual cultural exchange event with 10 other sister universities from around the world. 

Career aspirations: I’ve looked at a few different career options in the past two years, but right now I’m exploring the possibility of being an English professor. I’ve always had an interest in academia, and my experience at Technos College taught me the joys of working one-on-one with students to help them blossom. 

Fenwick Achievements/Activities: Lawless Scholar, Illinois State Scholar, Girls Cross Country, Blackfriars Guild and Novel Writing Club co-founder.

Fenwick teacher who had the most influence on you: A better question might be who didn’t inspire me, but one teacher I do think of on a regular basis is Mr. Arellano. Though his speech class was tough, the way he cared for each and every one of his students was readily apparent, and I still think of his encouraging feedback whenever I have to give a major presentation.

Fenwick class that had the most influence on you: My junior year AP Language and Composition class was pivotal in shaping me as a writer. That class pushed me to write critically about a wide range of fascinating, real-world topics, and I loved the freedom we were given to pursue our own interests. As I prepare to spend a year studying English as a visiting student at Oxford University, my heavily annotated APLAC textbook remains a valuable guide to this day.

Best Fenwick experience/the one you would like to live again: My final cross country meet was one of the most emotional days of my life, because of the sad goodbyes and the pride in what I had accomplished with the support of my teammates.

What Fenwick experience changed you the most: Our senior Kairos trip, without a doubt. The level of trust and respect that was shown as everyone shared their stories is something that I don’t think I’d find at any other high school. To me, it was a powerful experience of acceptance and healing.

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Ellis Taylor (on campus with his mom) promises to be a force on the end of the Fordham Rams’ defensive line this upcoming football season.

Fenwick Graduation Year: 2017

Hometown: Oak Park

Grade School: Julian Middle School

College: Fordham University (New York City, the Bronx)

Major: Business Administration, concentration in Business Economics; Minor in Business Law 

Career aspirations: A job at a management consulting firm or to be a lawyer.

Fenwick Achievements/Activities: two years of basketball; three years of football (sophomore team captain, senior year team captain); one year of Track and Field.

Fenwick teacher who had the most influence on you: Mr. Perry was my English teacher for three of four years while at Fenwick. Through all of the papers written and work done in the class, my writing far improved over my four years. As someone who has to use writing on a daily basis, I would honestly say that this class improved my skills greatly and put me in a great position for college-level writing.

Fenwick class that had the most influence on you: Mr. Mulcahy’s World Religions class really had an impact on me because this was the first time I was taught about worldwide religions, which was very eye-opening to me to learn about different cultures other than my own.

Best Fenwick experience/the one you would like to live again: The 2016 state-semifinal football season was one of the best times of my life; being able to play my final season and have great success with some of my best friends for the last time. Although it didn’t end the way we wanted it to, this was one of the best times of my life.

Fenwick experience that changed you the most: Overall, just playing sports at Fenwick gave me some great experiences that I will remember for the rest of my life. Even if you don’t play sports, I’d recommend branching out and joining a club or team at Fenwick because the experience will be worth it.

WHERE ARE THEY NOW? MORE “COLLEGIATE FRIARS”

Faculty Focus: August 2019

Getting to know Science Instructor and alumna Elizabeth Timmons ’04, who is entering her ninth year of teaching at Fenwick.

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Ms. Timmons spends a big chunk of her summer down in the Friars’ pool, coordinating swimming lessons for the Oak Park community.

What is your educational background?

I have a B.S. in Environmental Science with minors in Spanish and Anthropology from Santa Clara University. I also have a MAT degree in Chemistry from Dominican University.

What did you do prior to becoming a teacher at Fenwick?

I completed several outdoor education internships that included working at a National Wildlife Refuge in CA, an outdoor education center in Northern Michigan (through the winter!) and the Max McGraw Wildlife Foundation in Dundee, IL. I also subbed in the elementary schools in Forest Park and River Forest while I was getting my Master’s and teaching credentials.

What are you currently reading for enjoyment?

Sadly, it has been a while since I have read anything other than parenting articles online, but my goal is to finish Merchants of Doubt: How a Handful of Scientists Obscured the Truth on Issues from Tobacco Smoke to Global Warming this summer. We will see how that goes with a one-year-old running around!

What interests do you pursue outside of the classroom?

I like to spend time with my family and be outside as much as possible. I love to go to the Morton Arboretum or the zoo, especially with my one-year-old. I love to swim and play water polo, even though I know I’m not very fast these days.

To what teams and/or clubs did you belong as a student?

I was a member of the Varsity Swimming and Water Polo teams. I was also a member of NHS.

Which clubs/sports/activities do you run at Fenwick?

I am the moderator of the Environmental Club and I have been involved in the all of the Aquatics programs in various ways over the years.

What quality/characteristic marks a Fenwick student?

The quality that most stands out to me in our Fenwick students is their resourcefulness. Our students here are very ambitious and constantly looking to successfully meet objectives and expectations. They will find extra resources when they need them and are willing to put in the hard work required to excel in the classroom.

Fenwick students also look out for each other. The Fenwick Community is a place that is always welcoming, regardless of how long ago you were a student. The Fenwick Community is strong, and I have always felt that we pull together to celebrate the triumphs and work through the trials. The statement, “Once a Friar, Always a Friar” is definitely true.

When did you decide to become a teacher, and why did you choose this field?

I like to say that I went into the family business, but I guess that’s not technically correct since we don’t own a school or anything. Both of my parents were teachers, so I got to see some incredible examples of what it means to be passionate about what you are doing every day while I was growing up. My dad [Hall of Famer the late Dave Perry] taught at Fenwick and my mom taught at Morton East for most of their careers. I started babysitting, teaching swim lessons and coaching at a young age, so I always wanted to teach in some form. As things worked out, I made my way back home and am now enjoying teaching at Fenwick.

What personal strengths do you find especially helpful in your teaching?

I have a desire to see those around me happy and successful. I work really hard to make my class a place where each student can experience successes that they can be proud of, even if they are not going to continue to study chemistry.

I am also a perfectionist, so I work really hard to foresee issues that might arise before they happen and try to do whatever I can to prevent those issues. This can definitely work against me, though, as I can get stressed when things don’t go according to my plan. Having a one-year-old is definitely helping me decrease my perfectionist ways and the stress I allow this to have in my life, because nothing ever goes according to my plan these days!

What are your favorite classes to teach?

I have loved teaching chemistry at the CP (college prep) and Honors levels for the past eight years. I have learned so much from my students and love to see how far they come during the course of the year. That being said, I am really excited to take on the new adventure of teaching AP Environmental Science this year. I majored in Environmental Science and it has always been my greatest passion (with Chemistry a close second) so I can’t wait to start this new journey with my students.

What is the greatest success you have had in teaching?

My biggest successes are always when I get to witness that ‘ah-ha’ moment in my students. This is especially cool for students who have been struggling through a topic and then it just clicks all of a sudden. I also love to see the transition for a student who comes into my class and doesn’t really enjoy science, but leaves wanting to study more science. Those are the most powerful experiences in teaching for me.

What challenges face students today?

The ease at which they can get information. Google is an amazing thing, but sometimes it takes the work out of doing research and, if we are not careful, we might stumble upon information that is not peer reviewed or is based on opinions/emotions instead of facts. We must always remember to have a critical eye when researching and make sure there is enough evidence provided. In addition, we must remember that the most important things are the ones worth working for, so push through when the going gets tough!

MEET MORE FENWICK FACULTY MEMBERS!

Collegiate Friars: July 2019

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OLIVIA EVANS

Fenwick Graduation: 2018
Hometown: La Grange, IL
Grade School: St. John’s Lutheran
Current School: The University of Wisconsin-Madison
Current Major: Animal Science (Pre-Vet)

Summer Internship: I do not have a formal internship through the university this summer, but I work as a groom for a few Argentine polo pros. I gain experience through working with the horses as well as by assisting the vet when the horses need treatment. I am also involved in a biomedical research lab at the University of Wisconsin-Madison. This lab work will extend through my entire undergraduate schooling.

Career aspirations: I aspire to go to go to vet school.

Fenwick achievements/activities: I was a member of the National Honors Society, Tri-M Honors Society, Friar Mentors, was an Illinois State Scholar, a Eucharistic minister and was on the State Team for WYSE. I also ran track for three years and was in choir for four years.

Fenwick teacher who had the most influence on you: Mr. Kleinhans had the most influence on me. I learned a great deal in his physics class, but most of all I learned from his example as a role model, teacher, mentor and WYSE coach. Some of my favorite class memories are from his “feel good Fridays” where he connected life experience to prayer and the importance of being a genuine person while working hard and enjoying life.

Fenwick class that had the most influence on you: AP Biology with Mr. Wnek was one of my many favorite classes. Mr. Wnek is a fantastic teacher, and what I learned set me up for success in college biology and other lab work.

Fenwick experience you would like to live again: I would relive the whole experience. From classes, sports and clubs, to friends, I had a great experience at Fenwick. I am extremely grateful for the community and for the way it set me up for success in college and in the future. I am thankful for the relationships I formed with teachers and the way that impacted my growth as a student and as a person.

Fenwick experience that changed you the most: My entire time at Fenwick changed me. Living by four pillars — community, service, spirituality and study — set the atmosphere for success and encouraged me to be my best self. I will never take for granted the opportunity and special community at Fenwick.

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JAKARIE GATES

Fenwick Graduation: 2016
Hometown: Chicago
Grade School: St. Malachy
Current School: Morehouse College (Atlanta)
Current Major: English
Summer Internship: Steans Family Foundation – North Lawndale Reads
Career Aspirations: Public Relation Specialist/Social Media Manager

Fenwick achievements/activities: Honor Roll, Poetry Club, Kairos Leader, Kairos Rector

Fenwick teacher who had the most influence on you: The teacher who had the most influence on me was Raymond Kotty. I never had a class with him, but every week after school of my sophomore year he would help me study for my math tests. If my grades slipped I risked losing my scholarship, but Mr. Kotty made sure that never happened. I was beyond insecure in my ability to comprehend certain concepts, but he saw something in me I did not see in myself. Mr. Kotty helped make me feel like I belonged at Fenwick.

Fenwick class that had the most influence on you: Mr. O’Connor’s English Class my senior year had the most influence on me. He was a tough grader and even gave me an F on a project for not citing my sources correctly. At the time I was really upset, but it was the greatest thing he could have done for me. His class taught me how to think critically and was the foundation of my passion for English literature.

Best Fenwick experience: My best Fenwick experience was the day I was sick in Spanish class. My teacher was writing notes on the board, and I was taking notes in my notebook. I asked to go to the nurse’s office and the teacher said, ‘After you finish taking notes.’ My classmate, Abbey Nowicki, saw me struggling and took my notebook from me and said, ‘I will take your notes for you. Go to the nurse’s office.’ When I came back after the bell, my notebook was on my desk and it had all the notes written in the notebook. It was the sweetest gesture anybody had done for me at Fenwick. It always stuck with me. 

Fenwick experience that changed you the most: The experience that changed me the most at Fenwick was Kairos. It taught me not to take the important things in life for granted: love and appreciation. Kairos made me appreciate time more.

MORE COLLEGIATE FRIARS

Worldly Sophomore to Study in Germany for 11 Months

Fenwick student Jack Kornowske ’22 takes part in the Rotary International’s Youth Exchange Program.

By Mark Vruno

Fenwick student Jack Kornowske (Oak Park) is headed to Germany for his sophomore year.

Fenwick parents Diane Ellsworth and Pete Kornowske have four children, including twin boys Eric and Jack, who will be sophomores this coming school year. (Older sibling Will is a senior Friar.) Of the twins, “Jack is the more independent one,” their mother says. She is about to find out just how self-sufficient her 15-year-old son is, as he embarks in mid-August on an 11-month study opportunity near Berlin, Germany, as part of the Rotary Club of Oak Park – River Forest’s Youth Exchange Program. The cultural experience will feature several host families, not just one.

“We host two [Rotary] students per year,” explains Mrs. Ellsworth, who hails from nearby Norridge and became familiar with the program from a friend who is a Rotarian host. “My friend once ran a school in France and had great experiences hosting,” adds Diane. Ellsworth-Kornowske’s Oak Park house was the U.S. home of a junior student from Brazil attending Oak Park-River Forest High School this past spring. Last fall they hosted a student from Italy who was a guest at St. Patrick High School in Chicago. The family also has hosted other foreign-exchange students, from France and Japan, in the past.

As for Jack spending almost a year away from home in Germany, his mother admits to being a little “freaked out” by the prospect of her young, teenage son traveling, by himself, across the Atlantic Ocean to Europe. “I was preparing for my oldest to go to college,” she explains. And now, this! Kornowske is one of eight students sponsored by the Rotary district to study abroad for the 2019-20 school year. Rotary International handles the logistics; each participating family is responsible for their child’s airfare and travel insurance. 

Visiting an English-speaking country is not an option for students participating the Rotary Youth Exchange Program, Jack notes. “I was asked to rank my top 12 countries,” he recalls. At first he thought he was heading to Lithuania, number 7 on his list. However, in May, Outbound Coordinator Sue DeBolt (Rotary District 6450) and Youth Exchange Officer Lesley Gottlinger notified the family that his destination had changed to Germany. Soon, passport in hand, he will be on his way to board an airplane at O’Hare’s International Terminal. 

Sprechen Sie Deutsche?

Young Kornowske does not speak fluent German, so to get ready for his 4,400-mile journey he has been working with a language tutor this summer. “Rotary helps with the language skills — they expect Jack to be fluent after three months,” his mom reports. He will attend a language camp his first week in Germany. And he won’t be allowed to text or FaceTime his family in Oak Park; at least not at first. As part of the Rotary program’s deeply immersive strategy, Jack cannot communicate with his parents or siblings at all for those first 90 days, which makes his mother even more anxious. 

Jack Kornowske (center) and fellow Youth Exchange students at a holiday party last December sponsored by the Western Springs Rotary Club.

“There’s no constant calling home, asking for help … no ‘helicopter parenting,’” she explains. Experience has shown that this is the best way for students from other countries to assimilate, according to Rotary International. “They want the kids engaged and invested where they’re at,” Ms. Ellsworth continues, “not online, not talking with home. Jack needs to put himself out there and get involved in his new community!” She notes that thousands of kids do this every year, and that she and her husband “have faith in the process.”

Later in autumn, Jack may write a blog (web log) journaling his experience, which is one way his family back home can stay informed about what it is he is doing a continent away. Rotary meetings in Germany will be part of his monthly routine. Meanwhile, he and his parents are working with Fenwick Principal Peter Groom and the school’s administration to ensure that all his graduation prerequisites are met. “He’s going to need to make up Theology [class] and probably take Speech as a junior,” Ms. Ellsworth informs.


His ’22 classmates will welcome Jack Kornowske back to the Fenwick campus in August of 2020.

His mom concludes: “We think this is a great opportunity for Jack and that he will do well.” It gives her peace of mind knowing her son will be wearing his Rotary blazer while traveling. “It’s easily recognizable,” she says, “so if he needs help other Rotarians will be accessible — in any airport and in any country.”

Ms. Mary Visteen, Counselor for the Class of 2022, adds: “Jack is a brave kid with an adventurous spirit. I am sure that he will learn a lot from the experience.” 

Journey safely, Friar sophomore. We’ll see you back on campus your junior year!

About Rotary International

Rotary International is an international service organization whose stated purpose is to bring together business and professional leaders in order to provide humanitarian service and to advance goodwill and peace around the world.


FACULTY FOCUS: Fenwick Theology & Film Teacher John Paulett

Renaissance Man: Clevelander, Golden Apple winner and Fenwick Theology/Film Teacher for the past 12 years, Mr. Paulett also is a writer, musician and theater aficionado.

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Mr. Paulett enjoying his vacation in Paris, France, this summer.

What is your educational background?                  

JP: My undergraduate degree was in Linguistics and Classical Languages from Georgetown University. I have a Master’s degree in Theology from Felician University and an MFA in Creative Writing from Antioch University. During my Golden Apple Sabbatical, I began a doctoral program in religious studies at Northwestern University.

What did you do prior to becoming a teacher at Fenwick?

JP: I taught for 10 years while I was in my twenties — at Lake Catholic High School in Cleveland and then at Kent State University, where I was doing doctoral work in theater and film. I then left teaching for family reasons and went into business. I had planned to work in business for two years but it turned into 25 years. I had always planned to return to teaching. When my daughter was through college, I had my opportunity and joined Fenwick.

What are you currently reading for enjoyment?               

JP: I always have several books going at the same time. Right now, I am reading David Brooks’ new book The Second Mountain: The Quest for a Moral Life. I am also reading a history of the Second World War in the Aleutian Islands. Rounding that out is Wasn’t That a Time? — the story of the folk singing group The Weavers. 

What interests do you pursue outside of the classroom?

JP: I am a theater fanatic. In most weeks, I attend two or three performances. I love opera and subscribe to the Lyric Opera. I also subscribe to the Chicago Symphony, the Music of the Baroque and three theater companies. I fill in the other nights with smaller theaters and films at the Gene Siskel Center. I am a writer (I have four books published) and am active writing almost every day. I have a new book in progress that I hope to finish by fall. I play music (guitar, banjo, mandolin) and usually pick up an instrument for a few minutes every day.

To what teams and/or clubs did you belong as a student?

JP: When I was in high school [at St. Ignatius in Cleveland], I was a member of the Debate Team and was fortunate to have some success. I was also in the theater. I acted in several plays and, during my senior year, wrote and directed a play. I sang in the choir and played in a rock band. I was a dreadful athlete and got cut from every sport I attempted. I wrote for the school newspaper and, for a while, published an underground newspaper. The teachers caught me running this off on the mimeograph machine and the paper was ended.

Which clubs/sports/activities do you run at Fenwick?

JP: I have moderated a variety of groups at Fenwick. I was the chess coach and the moderator of Touchstone [the student literary magazine] for several years. I directed the spring musical and was music director for Banua. I have been the moderator of the Photography Club for the last few years. Next year, I will guide the new Film Club.

What quality/characteristic marks a Fenwick student?

JP: Fenwick students generally have a seriousness of purpose that sets them apart. I teach Moral Theology. In that class, we study philosophers such as Kant, Bentham and John Stuart Mill. Most students will not encounter these thinkers until junior year of college. Fenwick students deal with this advanced content with thoughtfulness and diligence.

When did you decide to become a teacher, and why did you choose this field?

JP: I was deeply affected by several teachers in high school, probably none more than my speech teacher Mr. William Murphy. He was an intense, rigorous and sometimes difficult man who drove, excited, demanded and inspired his students. I suppose that my desire to become a teacher started with a hope to be like Murph. I have been very blessed in my life, and I think I have an obligation to give back. Teaching has been the best way I have found to return what I have been given.

What personal strengths do you find especially helpful in your teaching?

JP: Parker Palmer, who writes about teaching and teachers, has said that success in the classroom comes from the identity and integrity of the teacher. I was able to study with Parker for two years. One of the things that I learned from him is that teachers need to be authentic and vulnerable. I care deeply about every one of my students. I hope they see that. I try to be creative and innovative. I like using technology to create a more participatory class environment. I also try to bring my sense of humor into the classroom. Most of all, I love my subjects. I try to make my passion for the content material open enough to engage and embrace my students.

What are your favorite classes to teach?

JP: The class I teach most often in Moral Theology. I think this course is both important and interesting because it challenges the way we think. It asks important questions such as, “What is truth?” and “Are some things actually good and bad, or is it just a matter of opinion?” I also teach History and Theory of Film. This is a special joy. Many people watch movies; only a few enter into the beautiful art of cinema. My students are exposed to the classics of film along with the cinema of many different countries. This gives them a chance to expand and increase their ability to enjoy all types of movies at a fuller and deeper level.

What is the greatest success you have had in teaching? ​

JP: On an external level, the greatest success was being awarded the Golden Apple for Teaching Excellence in 2013. It was a thrill that is difficult to describe. Bigger and more important successes happen every day. When a student says, “I never thought of that before,” I have succeeded. This year, a film student told me that he had been certain he would not like a Japanese film we were studying. After our discussions, he said that it was now his favorite film. Whenever a student is transformed, I count it as one of my greatest successes.

What challenges face students today?

JP: The speed of change is greater than anything experienced in the history of the world. Thomas Friedman claims that the year that changed history is 2007. He cites the iPhone, cloud computing and social media as a few of the substantial changes that happened that year. Our students are facing changes that rival or exceed the Industrial Revolution, but they are seeing them more quickly than any generation before them. I once asked an executive at Google what he was looking for in new employees. He answered, “Creativity and collaboration.” Students need to achieve flexibility and [have] an ability to learn — often to learn skills and information that did not exist just a year or so earlier.

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Mr. Paulett took an Eiffel Tower selfie in June!

FACULTY FOCUS ARCHIVES

What a Father Means to Me

In a post-Father’s Day reflection, a Fenwick senior remembers his late father – and thanks his big brother.

Fenwick soon-to-be senior Patrick Feldmeier wrote this essay for the Illinois Fatherhood Initiative. Patrick was honored, along with his older brother, Danny (Class of 2018), on June 6 at the Union League Club in Chicago.

By Patrick Feldmeier ’20

“One, two, three: Hi Daddy, we love you and we miss you.” (Mom always adds, ‘You’re in my heart, Sweetie.’)

Patrick (left) and Danny Feldmeier with their Dad, Bob, before his untimely death seven years ago.

These are the words my family says after grace every time we sit down for dinner. And simultaneously look at the open seat at the head of the table. Our hearts yearn for the man that God called up to Heaven seven years ago: Dad. It sends a shiver up my spine saying the word out loud, yet his presence still resonates in my family.

Every once in a while, his cologne can be smelled from his closet. His faded blue Ralph Lauren hat still hangs on the wall in my mom’s bedroom. His 1996 Jeep Grand Cherokee may have finally been towed, but his K-Swiss “dad shoes” rest untouched in our mudroom. To say that Bob Feldmeier is a role model to me is an absolute understatement. Words will never express how much I miss him; how much I need him in my life; or how much I love him. Through my actions, I attempt to be like him every day.

Their father’s faded cap and “dad shoes” still can be found in the Feldmeier’s Western Springs home.

As a partner at Schiff Hardin, long hours seemed to swallow his work-week. Yet, somehow, someway, he always had time to play catch or take us to watch a White Sox game. After little-league games, my dad would take my brother and me out to “men’s dinners,” where he would teach us lessons such as, “It’s ok to admit it is cold, but it is not manly to complain about the cold.” He was also an avid Notre Dame alumnus and taught us the essence of hard work. The impression he left on me is what is most important. Through watching the way he treated my mom, my siblings and me, and kept God as a focal point in his life, I truly learned what it meant to be a father. His etiquette, manners and gentlemanliness are values I strive to model because I want my children to look up at me the way I look up to my Dad.

My father’s ultimate goal was for his family to live a life like his, which includes strong family bonds and an excellent, Catholic education. He continued to set an example of how to be a father and how to find strength through tragedy by protecting us until the very end.

Dad’s Gift of Peace

Robert Feldmeier
(1965-2012)

When he was first diagnosed with melanoma, he told my mother, “Do not tell the kids about my disease. I want to give them the gift of peace.” He truly was the perfect role model for a dad. It was more important to him to keep us happy and successful in life than for us to crumble under fear. His ultimate goal was for his family to live a life like his. Instead of succumbing to anger after his death, I honored his memory by achieving goals and setting the bar high for myself. I aspire to attend the University of Notre Dame, like him, and to provide for my family the same way that he did. His spirit lives on in my heart every day, and every day I thank God for one of the greatest gifts He has ever given me: my Dad. Perhaps the greatest lesson I learned from my Dad was that a man is not solely defined by his career and accomplishments, but by his display of love to his family. Perhaps that was why he was able to stay strong during his last days, because he truly had reached his ultimate goal of success in life: to love and be loved by his family.

After my Dad passed away from melanoma, great responsibility fell on my mother’s shoulders. With three children still in grade school and one daughter in high school, my mom devoted her time to making sure we would stay on track.

Dan the Man

College sophomore Danny Feldmeier ’18 is an Evans Scholar at the University of Notre Dame.

Being the youngest, and only in fourth grade at the time, I desperately needed another father figure in my life. This was when my brother, Danny, stepped up to be the man of the house. He may only be two years older than me, but after watching the way our father raised us, Danny knew exactly how to be a father figure. He raised me to act like a man — more specifically, to act like our Dad. When Danny entered his freshman year last year at the University of Notre Dame, it was my turn to be the man of the house.

To answer the question, what does a father mean to me? A true father is one that can be depended on in times of sorrow and in times of joy. My Dad taught me everything I need to be a man and a good father in the future by the way he loved his family. Due to the lessons learned from my Dad during our time together, and my brother’s ability to fill his shoes, my Dad and brother ideally exemplify what a father means to me.

About the Author

Pat Feldmeier ’20

Patrick Feldmeier is entering his senior year at Fenwick High School, where he is an Honor Roll/National Honor Society student and president of the Class of 2020. “Feldie” also plays on the Friars’ football team (he is a tight end) and rugby team. He lives in Western Springs, IL (St. John of the Cross Parish & School) and is hoping for acceptance this coming fall into the University of Notre Dame, where his Dad went and his Evans Scholar brother, Danny ’18, will be a sophomore. Their older sisters, Kelsey ’14 and Meghan ’16, also are proud Friars. Kelsey is an alumna of ND (Class of 2018; CPA ’19), and Meghan is on pace to graduate from Saint Mary’s College (Notre Dame, Indiana) next spring.